The learning environment of the 21st century: Expectations and reality
Many school buildings have been constructed in Iceland over the past few decades due to regulations requiring more space for the pupils. The main aim of this study is to investigate the pedagogical assumptions underlying the design of four recent school buildings and how those assumptions have affec...
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Icelandic Journal of Education
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fticelandunivojs:oai:ojs.hi.is:article/1985 2023-05-15T16:49:42+02:00 The learning environment of the 21st century: Expectations and reality Nám og námsumhverfi 21. aldarinnar: Væntingar og veruleiki Grímsson, Helgi Sigurðardóttir, Anna Kristín 2015-09-20 application/pdf https://ojs.hi.is/uppmennt/article/view/1985 isl ice Icelandic Journal of Education Uppeldi og menntun https://ojs.hi.is/uppmennt/article/view/1985/992 https://ojs.hi.is/uppmennt/article/view/1985 ##submission.copyrightStatement## Icelandic Journal of Education; Árg. 22, Nr 1 (2013): Uppeldi og menntun Uppeldi og menntun; Árg. 22, Nr 1 (2013): Uppeldi og menntun 2351-4418 1022-4629 School buildings learning environment design process educational policy Skólabyggingar námsumhverfi hönnun skóla menntaáherslur starfshættir skóla info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2015 fticelandunivojs 2022-09-21T13:39:50Z Many school buildings have been constructed in Iceland over the past few decades due to regulations requiring more space for the pupils. The main aim of this study is to investigate the pedagogical assumptions underlying the design of four recent school buildings and how those assumptions have affected teaching practices. In Iceland, as in many other countries, school buildings have been influenced by social and educational needs. Design decisions of architects have been impacted by consultations with different educational specialists for each building site, reflecting different pedagogical ideas at each school institute. Results from a recent Icelandic study indicated a shift in the design of educational buildings. Clusters of classrooms or open spaces, transparent or movable boundaries and public spaces allowing for manifold interactions in flexible groups seemed to have replaced traditional classrooms and confined corridors. It has become a common process to involve many community members when designing a school. In this study, a close look is taken at four school buildings that were designed and opened for use in the 21st century. Two main research questions lead this investigation; what pedagogical ideas underpinned the design process in four schools and how well did they work during the first year in the new building. The four schools were chosen out of a sample of twenty schools from a large scale study on teaching and learning in primary and lower secondary schools, entitled Starfshættir í grunnskólum. This study relies partly on the same sample and partly on the same database. Data was collected specifically for this study through interviews with participants in the design process for each of the four schools; the principal, the architect of the building and a representative from the local educational office. An electronic questionnaire was carried out among all teachers in all twenty schools and classroom observations were conducted in all twenty schools. The interview data was analysed qualitatively ... Article in Journal/Newspaper Iceland University of Iceland: Peer Reviewed Journals |
institution |
Open Polar |
collection |
University of Iceland: Peer Reviewed Journals |
op_collection_id |
fticelandunivojs |
language |
Icelandic |
topic |
School buildings learning environment design process educational policy Skólabyggingar námsumhverfi hönnun skóla menntaáherslur starfshættir skóla |
spellingShingle |
School buildings learning environment design process educational policy Skólabyggingar námsumhverfi hönnun skóla menntaáherslur starfshættir skóla Grímsson, Helgi Sigurðardóttir, Anna Kristín The learning environment of the 21st century: Expectations and reality |
topic_facet |
School buildings learning environment design process educational policy Skólabyggingar námsumhverfi hönnun skóla menntaáherslur starfshættir skóla |
description |
Many school buildings have been constructed in Iceland over the past few decades due to regulations requiring more space for the pupils. The main aim of this study is to investigate the pedagogical assumptions underlying the design of four recent school buildings and how those assumptions have affected teaching practices. In Iceland, as in many other countries, school buildings have been influenced by social and educational needs. Design decisions of architects have been impacted by consultations with different educational specialists for each building site, reflecting different pedagogical ideas at each school institute. Results from a recent Icelandic study indicated a shift in the design of educational buildings. Clusters of classrooms or open spaces, transparent or movable boundaries and public spaces allowing for manifold interactions in flexible groups seemed to have replaced traditional classrooms and confined corridors. It has become a common process to involve many community members when designing a school. In this study, a close look is taken at four school buildings that were designed and opened for use in the 21st century. Two main research questions lead this investigation; what pedagogical ideas underpinned the design process in four schools and how well did they work during the first year in the new building. The four schools were chosen out of a sample of twenty schools from a large scale study on teaching and learning in primary and lower secondary schools, entitled Starfshættir í grunnskólum. This study relies partly on the same sample and partly on the same database. Data was collected specifically for this study through interviews with participants in the design process for each of the four schools; the principal, the architect of the building and a representative from the local educational office. An electronic questionnaire was carried out among all teachers in all twenty schools and classroom observations were conducted in all twenty schools. The interview data was analysed qualitatively ... |
format |
Article in Journal/Newspaper |
author |
Grímsson, Helgi Sigurðardóttir, Anna Kristín |
author_facet |
Grímsson, Helgi Sigurðardóttir, Anna Kristín |
author_sort |
Grímsson, Helgi |
title |
The learning environment of the 21st century: Expectations and reality |
title_short |
The learning environment of the 21st century: Expectations and reality |
title_full |
The learning environment of the 21st century: Expectations and reality |
title_fullStr |
The learning environment of the 21st century: Expectations and reality |
title_full_unstemmed |
The learning environment of the 21st century: Expectations and reality |
title_sort |
learning environment of the 21st century: expectations and reality |
publisher |
Icelandic Journal of Education |
publishDate |
2015 |
url |
https://ojs.hi.is/uppmennt/article/view/1985 |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Icelandic Journal of Education; Árg. 22, Nr 1 (2013): Uppeldi og menntun Uppeldi og menntun; Árg. 22, Nr 1 (2013): Uppeldi og menntun 2351-4418 1022-4629 |
op_relation |
https://ojs.hi.is/uppmennt/article/view/1985/992 https://ojs.hi.is/uppmennt/article/view/1985 |
op_rights |
##submission.copyrightStatement## |
_version_ |
1766039890562121728 |